Behavior
Jumping spiders are generally diurnal, active hunters. Their well-developed internal hydraulic system extends their limbs by altering the pressure of body fluid (hemolymph) within them. This enables the spiders to jump without having large muscular legs like a grasshopper. Most jumping spiders can jump several times the length of their body. When a jumping spider is moving from place to place, and especially just before it jumps, it tethers a filament of silk (or dragline) to whatever it is standing on in order to protect themselves if their jump should fail. Should it fall for one reason or another, for example if the prey shakes it off, it climbs back up the silk tether. Some species, such as Portia will actually let themselves down to attack prey such as a web spider apparently secure in the middle of its web. Like many other spiders that leave a practically continuous silk trail, jumping spiders impregnate the silk line with pheromones that play a role in social and reproductive communication, and possibly in navigation.
Certain species of jumping spiders have been shown by experiment to be capable of learning, recognizing and remembering colors, and of adapting their hunting behavior accordingly.
Read more about this topic: Jumping Spider
Famous quotes containing the word behavior:
“Two things in America are astonishing: the changeableness of most human behavior and the strange stability of certain principles. Men are constantly on the move, but the spirit of humanity seems almost unmoved.”
—Alexis de Tocqueville (18051859)
“Excessive attention, even if its negative, is such a powerful reward to a child that it actually reinforces the undesirable behavior. You need to learn restraint, to respond to far fewer situations, to ask yourself questions like, Is this really important? Could I let this behavior go? What would happen if I just wait? Could I lose by doing nothing?”
—Stanley Turecki (20th century)
“School success is not predicted by a childs fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.”
—Daniel Goleman (20th century)